(3) the influence of writing situations, such as the length of drafting time, in class or after class, test or practice, etc。 on writing。 Wigglesworth (1997) made a thorough inquiry on the influence of planning time on the complexity accuracy, and fluency of oral discourse between high proficiency students and the lower ones。文献综述

In addition, teachers’ teaching is also a topic which can not be neglected。 From those papers written by foreign researchers, it can be seem that researchers as well as writing teachers tried to find solution to writing errors from a great many aspects: some emphasized on L1 transfer, some paid attention to writing conditions, while others focused on teachers’ or peer’s feedback。 However, results of those researches were unable to offer an unique and powerful answer which is convincing enough。 In other words, researchers have not found any factor which predominantly leads to writing failure (compared with learners’ other abilities, listening, speaking reading and translating)。 Thus, what is the reason of making mistakes during the process of writing? Is it a spontaneous phenomenon which can not be changed? What we can do to avoid errors? Alternatively, we can not deny that the time spent on those researches is short to some degree。 If we do a longer experiment, maybe a four-year-long experiment, will the findings be more positive? Therefore, a study of developmental features across several grade levels, focusing on linguistic accuracy in writing, is necessary to be conducted。